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With the continuous advancement of information technology, the way people acquire knowledge and teaching methods are also changing. The relationship between teaching and learning in educational establishments has undergone revolutionary changes. Educational establishments need to enhance their competitiveness, meaning teachers should increase their scientific research and teaching output; this puts new and higher requirements on the ability of teachers. How to inspire teachers to be fulfilled with their occupation and increase performance, has become an important issue in current organizational behavior. From the perspective of psychological capital in educational organizations, the author constructed a model with psychological capital as the antecedent variable and individual motivational work behavior to influence teacher performance through job success. From mainland China, 600 university teachers were selected as data samples, and 519 valid samples were received, using SPSS24 and AMOS24 data testing and analysis, the empirical results showed that: (1) individual psychological capital is related to job success but did not have a direct relationship and needed to use motivational work behavior as a mediator; (2) motivational work behavior positively predicted the performance of teachers through job satisfaction; (3) through the integration of the models, psychological capital was used as an antecedent variable in the process of the job success influenced teachers' performance.
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